幼儿园集体教育活动中教师体态语的研究

发布时间：2018-01-28 19:36

本文关键词： 集体教育活动幼儿教师体态语　出处：《广西师范大学》2008年硕士论文　论文类型：学位论文

【摘要】： 幼儿教育是基础教育的重要组成部分,它奠定了人一生的发展基础,而幼儿教师作为幼儿的启蒙教师,是幼儿接受知识、获取信息的重要影响源。幼儿感性经验少,有意注意时间短的年龄特点决定了其在接受信息时,靠教师单一的口头言语教学易使幼儿疲倦,幼儿园教师在集体教育活动中需要运用口头言语的同时,不可缺少的是体态语的运用。幼儿教师体态语的运用是教师与幼儿进行沟通交流和情感交流的必要手段,对于活动的开展、活动的效果、幼儿和教师来说都发挥着不可替代的作用。本研究选择桂林市某示范幼儿园6位幼儿教师为研究对象,采用时间取样观察法和实况详录法对幼儿教师组织35个集体教育活动中运用的体态语进行观察记录,并对观察记录进行量的研究和质的研究分析,得到幼儿教师在幼儿园集体教育活动中运用体态语的真实状态。通过对研究资料的整理和分析,本研究得出以下结论:一、有关幼儿园集体教育活动中教师运用体态语的次数有所区别,具体体现在不同年龄班幼儿教师运用体态语的次数有所差异;幼儿教师在五大活动领域运用体态语的次数有所差异;不同年龄班幼儿教师在五大活动领域运用体态语的次数有所差异。二、有关幼儿园集体教育活动中教师运用体态语的类型,体现在幼儿园集体教育活动教师运用体态语类型多样化;幼儿园集体教育活动各时段教师运用体态语类型的情况有所区别。三、有关幼儿园集体教育活动中教师运用体态语的特点。研究表明,在幼儿园集体教育活动中幼儿教师运用的体态语具有功能性、情境性、丰富性、示范性、不可替代性。四、幼儿园集体教育活动中教师运用体态语的表现分析,幼儿教师在集体教育活动开始部分注重运用表露性动作中的眉目语,注重运用体态语实现对幼儿的控制,注重运用说明性动作来辅助活动的开展。最后结合本研究的结论,对研究内容、对研究者自身进行反思。
[Abstract]:Early childhood education is an important part of basic education, it has laid the foundation for the development of human life, and early childhood teachers, as the initial teachers of young children, is the children to receive knowledge. Access to information is an important source of influence. Young children have less perceptual experience and pay attention to the age characteristics of short time. When they receive information, they tend to be tired by the teacher's single oral language teaching. Kindergarten teachers need to use oral language at the same time in collective education activities. The use of body language is indispensable. The use of body language is a necessary means of communication and emotional communication between teachers and young children, for the development of activities, the effect of activities. Children and teachers both play an irreplaceable role. This study selected 6 kindergarten teachers in a model kindergarten in Guilin as the research object. The body language used in 35 group education activities organized by preschool teachers was observed and recorded by time sampling observation method and factual recording method, and the quantity and quality of observation records were studied and analyzed. The true state of using body language in kindergarten collective education activities is obtained. Through the collation and analysis of the research materials, this study draws the following conclusions: first, teachers' use of body language in kindergarten collective education activities is different. It is embodied in the differences in the frequency of body language used by kindergarten teachers in different age classes. The number of body language used by preschool teachers in the five fields of activity is different; The frequency of using body language in five major activity areas is different among different age class preschool teachers. Second, the types of body language used by teachers in kindergarten collective education activities. It is reflected in the diversity of body language types used by teachers in collective education activities in kindergartens. There are differences in the use of body language types among teachers in kindergarten collective education activities. Third, the characteristics of teachers' use of body language in kindergarten collective education activities. The body language used by kindergarten teachers in collective education activities is functional, situational, rich, exemplary and irreplaceable. At the beginning of the collective education activities, kindergarten teachers pay attention to the use of the eyebrow language in the expressive action and the use of body language to realize the control of the children. Focus on the use of illustrative actions to assist the development of activities. Finally, combined with the conclusions of this study, the content of the study, the researchers themselves reflect.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G612

【引证文献】